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Teaching English as a Foreign Language Certificate

College of Education and Human Service Professions
  • Program Type: Undergraduate credit certificate
  • Requirements for this program are current for Fall 2023
  • Required credits to graduate with this degree: 12
  • Degree:
This certificate program is designed for any degree-seeking students or community members interested in teaching English domestically or abroad. Coursework covers theory and methodology of teaching English as an additional language to K-12 and adult learners. Students analyze the latest research in language learning, create their own teaching materials, and learn to teach speaking, listening, reading and writing. They also develop an effective classroom management style, review English grammar and delve into cross-cultural issues. An undergraduate degree and Teaching English as a Foreign Language (TEFL) Certificate are often considered minimum requirements to obtain paid English teaching positions abroad. Students have the chance to observe experienced TEFL teachers in the classroom and complete field experience hours. The minimum standard for internationally recognized certification is 100 hours of instruction and 6 20 hours of supervised practice, and this certificate meets that standard.
Program Delivery
This program is available:
  • primarily online (at least 80% of the instruction for the program is online with short, intensive periods of face-to-face coursework)
Admission Requirements
Students must complete 30 credits before admission to the program.
For information about University of Minnesota admission requirements, visit the Office of Admissions website.
General Requirements
  1. Students must meet all course and credit requirements of the departments and colleges or schools in which they are enrolled including an advanced writing course. Students seeking two degrees must fulfill the requirements of both degrees. However, two degrees cannot be awarded for the same major.
  2. Students must complete all requirements of the Liberal Education Program or its approved equivalent.
  3. Students must complete a minimum of 120 semester credits completed in compliance with University of Minnesota Duluth academic policies with credit limits (e.g., Satisfactory/Non-Satisfactory Grading Policy, Credit for Prior Learning, etc).
  4. At least 30 semester credits must be earned through UMD, and 15 of the last 30 credits earned immediately before graduation must be awarded by UMD.
  5. At least half of upper-division (3xxx-level or higher) credits that satisfy major requirements (major requirements includes all courses required for the major, including courses in a subplan) through UMD.
  6. If a minor is required, students must take at least three upper division credits in their minor field from UMD.
  7. For certificate programs, at least 3 upper-division credits that satisfy requirements for the certificate must be taken through UMD. If the program does not require upper division credits students must take at least one course from the certificate program from UMD.
  8. The minimum cumulative University of Minnesota (UMN) GPA required for graduation is 2.00 and includes only University of Minnesota coursework. A minimum UMN GPA of 2.00 is required in each UMD undergraduate major, minor, and certificate. No academic unit may impose a higher GPA standard to graduate.
  9. Diploma, transcripts, licensure, and certification will be withheld until all financial obligations to the University have been met.
Program Requirements
Requirements (12 cr)
EDUC 3100 - Bilingualism & Biliteracy Development: Foundations of Second Language Acquisition (3.0 cr)
EDUC 3211 - Methods in Teaching Multilingual Students (3.0 cr)
EDUC 3330 - Assessment of Language Development (3.0 cr)
EDUC 4050 - Language Policy and Education (2.0 cr)
EDUC 4099 - Teaching English to Speakers of Other Languages/Teaching English Foreign Language Field Experience (1.0 cr)
More program views..
View college catalog(s):
· College of Education and Human Service Professions

View sample plan(s):
· TEFL Certificate Sample Plan

View checkpoint chart:
· Teaching English as a Foreign Language Certificate
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EDUC 3100 - Bilingualism & Biliteracy Development: Foundations of Second Language Acquisition
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall, Spring & Summer
Students in this course learn about cognitive and social benefits of bilingualism and multilingualism while considering how second language acquisition research informs language teaching. They learn about the major theories in the field of second language acquisition, including newer interdisciplinary approaches. Students explore the internal and external factors affecting second language acquisition in naturalistic and instructional settings, such as motivation and length of instruction. They also learn about biliteracy development, the transfer of skills across languages, and academic language acquisition. By the end of this course, students are able to explain the processes of second language acquisition and the outcomes of such processes in social and academic contexts.
EDUC 3211 - Methods in Teaching Multilingual Students
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall, Spring & Summer
This course is intended for students interested in teaching multilingual students in an education setting. It offers a practical introduction to English language teaching to non-native speakers of English by linking practice to current theory and research. In addition to reviewing how to create lesson plans based on principles and knowledge of learning outcomes, content-based language instruction, meaningful teaching techniques, models of teaching, motivation, and classroom management, this class provides a solid pedagogical foundation for teaching listening, speaking, reading, writing, pronunciation, vocabulary, and grammar. Students will learn to adapt materials and practice making interactive lesson plans based on best practices in the field. Students review assessment practices and major international and domestic language tests, discuss cross-cultural communication, and address the impact of cultural variables in the classroom. The course incorporates highly practical readings and provides students with successful real-life classroom strategies for improving the learning of English language learners. This course includes a module on using technology in a variety of educational contexts. This course and program do not lead to a Minnesota teaching license. pre-req: EDUC 3100
EDUC 3330 - Assessment of Language Development
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall, Spring & Summer
This course includes a review of assessment theory and its application in teaching English language learners (ELLs) and multilingual students. This includes an emphasis on performance-based assessment in language education. In addition, the course explores equity issues related to assessment practices in light of bilingualism and cultural backgrounds. Students will analyze how language and cultural differences impact responses to tasks and learn to identify bias present in assessment methods. They will demonstrate how to provide meaningful feedback to ELLs and incorporate test-taking strategies into their lessons. By the end of this course, students will describe best practices of assessment theory and apply this to the creation of authentic assessment plans for language education. They will also demonstrate thinking critically about assessment methods in regards to multilingual learners based on increased knowledge of language proficiency levels and cultural inclusivity.
EDUC 4050 - Language Policy and Education
Credits: 2.0 [max 2.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall, Spring & Summer
The course reviews the connection between language, culture, and identity while focusing on the global state of immersion education in which content is taught in a language other than the majority language. Students will examine issues related to language ideologies and power both in the United States and abroad. They will explore the philosophical goals of immersion education, comparing and contrasting the different models of one-way immersion and two-way immersion (also known as bilingual education). This course includes a historic overview of language policy in the United States. Students will analyze past and present legislation as they discuss the role of education in language planning. By the end of this course, students will be able to match key features of immersion programs, including one-way and two-way programs, to the particular needs of a student or community and will be able to situate models of language education in a sociopolitical context. pre-req: EDUC 3100; no grad credit
EDUC 4099 - Teaching English to Speakers of Other Languages/Teaching English Foreign Language Field Experience
Credits: 1.0 [max 1.0]
Grading Basis: A-F only
Typically offered: Every Fall, Spring & Summer
This field experience is required for students in the Teaching English to Speakers of Other Languages (TESOL) and Multilingual Education minor or Teaching English as a Foreign Language (TEFL) Certificate. The course includes observation of experienced English as a Second Language teachers as well as hands-on experience working with English language learners and emerging bilinguals. In this course, students synthesize theoretical research with reflective observation, thus adding to their understanding of evidence-based teaching. In field placements, students will be exposed to a variety of age groups and proficiency levels in order to broaden their understanding of the field of TESOL and TEFL within public schools and immersion programs. Student with proficiency in another language may also have the option to be placed in immersion schools. Students complete 40 hours of combined observation and direct work with English language learners and emerging bilinguals. At the end of this experience, students have a deeper understanding of the connection between theory and practice. pre-req: EDUC 3211 or 3311 (or concurrent registration) and instructor consent